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5. 2014 HSC Notes from the Marking Centre — Metal and Engineering

2014 Notes from the Marking Centre – Metal and Engineering

Introduction

This document has been produced for the teachers and candidates of the Stage 6 Metal and Engineering course. It contains comments on candidate responses to the 2014 Higher School Certificate examination, highlighting their strengths in particular parts of the examination and indicating where candidates need to improve.

This document should be read along with:

• the Metal and Engineering Curriculum Framework Stage 6 Syllabus
• the 2014 Higher School Certificate Metal and Engineering examination
• the marking guidelines
• Advice for students sitting for HSC VET examinations
• Advice for HSC students about examinations
• other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Metal and Engineering in Stage 6.

Section II

Candidates showed strength in these areas:

• reading and extracting information from the notes section of a drawing (Q.16)
• recognising a drawing symbol (Q.16)
• identifying several line types and their associated features (Q.16)
• identifying the reasons for using correct cold saw clamping methods (Q.17)
• describing effective ways of supporting material in the cold saw (Q.17)
• providing a range of procedures to pack away vernier calipers (Q.18)
• explaining the advantages of using digital vernier calipers (Q.18)
• linking the distinguishing features of a sign to the correct category of workplace signage (Q.19)
• recognising that time needs to be allocated to ensure that the workplace is clean in order to reduce potential hazards (Q.19)
• providing recommendations that management could use to improve the effectiveness of workplace signage (Q.19).

Candidates need to improve in these areas:

• calculating the tapping drill size for two threaded holes (Q.16)
• expressing the relationship between third angle projection conventions and the placement and orientation of views (Q.16)
• explaining the relationship between different line types (Q.16)
• identifying strategies to minimise the environmental effects of cold saw use (Q.17)
• reading and interpreting a vernier caliper (Q.18)
• describing how to use, extract and calculate measurements using vernier calipers (Q.18)
• comparing the advantages of analogue and digital vernier calipers (Q.18)
• understanding the different types of categories of workplace signage (Q.19)
• explaining how untidy spaces can result in injuries, using relevant examples (Q.19)
• understanding the purpose of a sign and recommending strategies that will improve its effectiveness in a workplace (Q.19).

Section III

Question 20

Candidates showed strength in these areas:

• providing descriptions of communication in the workplace and how important it is in a team environment
• distinguishing between personal, interpersonal and communication skills
• explaining why it is important to possess and further develop the skills to communicate effectively
• understanding the importance of teamwork.

Candidates need to improve in these areas:

• looking at all aspects of workplace communication, not just verbal
• addressing all the areas of the question
• explaining how developing communication skills can improve the effectiveness of teamwork
• providing relevant industry examples in the correct context of skills and teamwork.

Section IV

Question 21

Candidates showed strength in these areas:

• using a logical sequence to mark out the pivot bracket (part (b))
• using precise industry terminology (part (b))
• understanding the relationship between WHS legislation, standard operating procedures (SOPs) and training in the development of a manufacturing process (part (c))
• linking safety procedures with the sequence of the manufacturing process (part (c)).

Candidates need to improve in these areas:

• knowing what information can be extracted from drawings in order to suggest appropriate marking-out tools (part (a))
• knowing a range of items that need to go into a plan for a routine task
• planning and describing a work sequence in a logical and cohesive format (part (c)).